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The impact of a classroom intervention on grade 10 students' argumentation skills, informal reasoning, and conceptual understanding of science

Venville, Grady; Dawson, Vaille M.


The literature provides confounding information with regard to questions about whether students in highschool can engage in meaningful argumentation about socio-scientific issues and whether this process improves theirconceptual understanding of science. The purpose of this research was to explore the impact of classroom-basedargumentation on high school students’ argumentation skills, informal reasoning, and conceptual understanding ofgenetics. The research was conducted as a case study in one...[Show more]

CollectionsANU Research Publications
Date published: 2010
Type: Journal article
Source: Journal of Research in Science Teaching
DOI: 10.1002/tea.20358
Access Rights: Open Access


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